The antecedents of teacher satisfaction with professional development programs

Adam E. Nir*, Ronit Bogler

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

72 Scopus citations


Literature has shown that on-the-job professional development programs are most beneficial when they are long-term, focused on students' learning, and linked to the curricula. We hypothesized that the higher the control teachers have over job professional development processes, and the greater the resemblance of these processes to the typical teaching culture in classrooms, the greater the teachers' satisfaction with job professional development processes. The findings of this study demonstrate that the main factors affecting teachers' satisfaction with the instructional programs are related to their desire to maintain instructional processes "close to home", and to shape these processes in accordance with their needs and expectations. The implications of the study are discussed with relation to decision-makers in the school setting and at the local authorities' level.

Original languageAmerican English
Pages (from-to)377-386
Number of pages10
JournalTeaching and Teacher Education
Issue number2
StatePublished - Feb 2008


  • On-the-job training
  • Professional development
  • Survey research
  • Teacher attitudes
  • Teacher job satisfaction


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